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Jurnal Elemen
Published by Universitas Hamzanwadi
ISSN : -     EISSN : 24424226     DOI : -
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Cakupan dan ruang lingkup Jurnal Elemen terdiri dari (1) kurikulum pendidikan matematika; (2) metode pembelajaran matematika; (3) media pembelajaran matematika; (4) pembelajaran matematika berbasis teknologi dan informasi, ; (5) penilaian dan evaluasi pembelajaran matematika; (6) kreativitas dan inovasi pembelajaran matematika; (7) Lesson Study pembelajaran matematika, dan (8) topik lain yang terkait dengan pendidikan matematika.
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Search results for , issue "Vol 12 No 2 (2026): April" : 1 Documents clear
Ethnomathematics in elementary education: A systematic review of pedagogical approaches, technological innovation, and global implementations Mumu, Jeinne; Prahmana, Rully Charitas Indra; Tanujaya, Benidiktus
Jurnal Elemen Vol 12 No 2 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i2.34695

Abstract

Ethnomathematics, which integrates mathematical practices grounded in cultural traditions, has gained prominence as an approach to fostering culturally responsive learning in elementary mathematics education. This systematic review synthesizes 65 peer-reviewed empirical studies published between 2020 and 2025, examining its implementation across diverse global contexts. The analysis is organized around three domains: pedagogical approaches incorporating local narratives, cultural artifacts, and Indigenous knowledge; technological innovations, including digital modules, augmented reality, and mobile learning platforms; and comparative curricular frameworks across countries such as Indonesia, Brazil, Thailand, the United States, Mexico, Zimbabwe, Nigeria, Israel, and the Middle East. These contexts were selected based on their representation in the reviewed literature and relevance to the study’s focus. Findings indicate that culturally grounded instruction enhances student engagement, problem-solving, and mathematical literacy, often with moderate to large effect sizes. Technology integration expands access and relevance, though digital inequities persist. Cross-national variation is evident. Key challenges include limited authentic resources, fragmented teacher development, and lack of standardized assessment. Future research should prioritize longitudinal studies and AI-supported learning environments.

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